Journal Article•
Core Values
TL;DR: CGaA editor in chief Miguel Encarnacao discusses recent changes to CGaA and the magazine's strategic orientation and introduces its newest editorial board member, Seungyong Lee of the Pohang University of Science and Technology.
Abstract: Editor in chief Miguel Encarnacao discusses recent changes to CGaA and the magazine's strategic orientation. He also introduces the magazine's newest editorial board member, Seungyong Lee of the Pohang University of Science and Technology.
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Dissertation•
17 May 2013
TL;DR: This ethnography reveals the messiness of the concept of risk, and identifies where these actors collude and conflict on the topic of evacuation and repatriation, and traces how the state has co-opted the language of risk on all sides of this debate.
Abstract: The place of birth for First Nations is a contested issue in Canada today. For the past 30 years, the practice of removing women from communities to birth in urban centre hospitals, called maternal evacuation, has been a part of the dialogue between First Nation organisations, the Canadian state, policy makers, and Academics. Concurrent to the practice of evacuation, there is a movement to repatriate birth to First Nations through Aboriginal midwifery. This multi-sited ethnography is based on 15 months of fieldwork in Manitoba, Canada and follows the practice of evacuation and the establishment of an Aboriginal midwifery practice in one northern First Nation community. The ethnography reveals that both evacuation and returning birth is a complex, multi-layered negotiation of risk between various actors. From women and their families, doctors and nurses, midwives and other health professionals: the management of risk is at the forefront of this discussion. This study takes into account how risk is imagined, created and targeted in the practice of maternity care for First Nations in Manitoba. The concept of risk and risk management takes on multiple forms as the practice of evacuation moves from the community to the urban centre, from federal land to provincial land, from the hospital to the board room. Through participation observation in the places of birth and interviews with the range of actors involved in maternity care for First Nations, this ethnography reveals the messiness of the concept of risk, and identifies where these actors collude and conflict on the topic of evacuation and repatriation. The study also traces how the state has co-opted the language of risk on all sides of this debate and how the bodies of the First Nations mother and midwife becomes sites in which these contestations over risk, responsibility, knowledge and safety occur.
18 citations
TL;DR: The authors examined how temporary migration to a different ethnic region affects national integration and found that exposed participants have greater national pride and more positive attitudes about Nigeria, they are more knowledgeable about other parts of the country, and they are four times more likely to be living outside their ethnic region seven years later.
Abstract: This paper examines how temporary migration to a different ethnic region affects national integration. It uses original survey data from individuals who were randomly exposed to different ethnic regions of Nigeria during their mandatory national service, the largest program of its kind in Africa. Comparing participants who served in a state where they are the ethnic majority to those who served in a state where they are not indicates two concurrent effects. First, interethnic exposure creates a stronger connection to the country as a whole: exposed participants have greater national pride and more positive attitudes about Nigeria, they are more knowledgeable about other parts of the country, and they are four times as likely to be living outside their ethnic region seven years later. Second, consistent with social identity theory, immersion in a different ethnic region highlights distinctions between groups and reinforces participants' connection to their ethnic group: exposed participants have more positive attitudes toward their own ethnic group, but not others, and are more likely to have all their closest friends from their ethnic group.
17 citations
01 Jan 2017
TL;DR: In this article, a list of ABBREVIATIONS and ABBEVIATIONS is presented, along with the list of illustrators and illustrators of ABBEVVIATIONS.
Abstract: ....................................................................................................................... ii ACKNOWLEDGMENTS ................................................................................................. iii LIST OF ABBREVIATIONS ..............................................................................................x LIST OF ILLUSTRATIONS ............................................................................................. xi
16 citations
TL;DR: The findings support the argument that vaccination communication is not a single homogenous intervention - it has a range of purposes, and vaccination communication evaluators should select outcomes accordingly.
14 citations
TL;DR: In this paper, it is suggested that institutions are committed to a set of values beyond the transmission of knowledge and skills, as well as to breadth in education and the importance of continuity and a degree of stability.
Abstract: This paper asks whether schools and colleges should be regarded as institutions as well as organizations, and if so what are the implications. Different conceptions of ‘institution’ are examined including an attempt to distinguish ‘institution’ from ‘organization’. It is suggested that institutions are committed to a set of values beyond the transmission of knowledge and skills, as well as to breadth in education and the importance of continuity and a degree of stability. Positive and negative connotations of the idea of institution are briefly reviewed. The discussion is placed in a wider context of the debate about the public realm and its boundaries. Institutional theory is drawn on regarding the interplay between schools and colleges and their environments. Finally there is a brief discussion of the conception of ‘civic institution’, and its implications concerning the ownership of publicly-funded schools and colleges.
14 citations
References
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TL;DR: An operational analysis of inpatient admissions evaluates staff nurses' nursing stewardship activities and analyzes the potential benefits of nurses' formal education about, and inclusion into, ASPs.
Abstract: An essential participant in antimicrobial stewardship who has been unrecognized and underutilized is the "staff nurse." Although the role of staff nurses has not formally been recognized in guidelines for implementing and operating antimicrobial stewardship programs (ASPs) or defined in the medical literature, they have always performed numerous functions that are integral to successful antimicrobial stewardship. Nurses are antibiotic first responders, central communicators, coordinators of care, as well as 24-hour monitors of patient status, safety, and response to antibiotic therapy. An operational analysis of inpatient admissions evaluates these nursing stewardship activities and analyzes the potential benefits of nurses' formal education about, and inclusion into, ASPs.
145 citations
TL;DR: A critical review of published studies on MCDA in the context of HTA is provided by assessing their methodological quality and summarising methodological challenges, highlighting the need for advancement in robust methodologies, procedures and tools to improve methodological quality ofMCDA in HTA studies.
Abstract: Multi-criteria decision analysis (MCDA) concepts, models and tools have been used increasingly in health technology assessment (HTA), with several studies pointing out practical and theoretical issues related to its use. This study provides a critical review of published studies on MCDA in the context of HTA by assessing their methodological quality and summarising methodological challenges. A systematic review was conducted to identify studies discussing, developing or reviewing the use of MCDA in HTA using aggregation approaches. Studies were classified according to publication time and type, country of study, technology type and study type. The PROACTIVE-S approach was constructed and used to analyse methodological quality. Challenges and limitations reported in eligible studies were collected and summarised; this was followed by a critical discussion on research requirements to address the identified challenges. 129 journal articles were eligible for review, 56% of which were published in 2015–2017; 42% focused on pharmaceuticals; 36, 26 and 18% reported model applications, issues regarding MCDA implementation analyses, and proposing frameworks, respectively. Poor compliance with good methodological practice (< 25% complying studies) was found regarding behavioural analyses, discussion of model assumptions and uncertainties, modelling of value functions, and dealing with judgment inconsistencies. The five most reported challenges related to evidence and data synthesis; value system differences and participant selection issues; participant difficulties; methodological complexity and resource balance; and criteria and attributes modelling. A critical discussion on ways to address these challenges ensues. Results highlight the need for advancement in robust methodologies, procedures and tools to improve methodological quality of MCDA in HTA studies. Research pathways include developing new model features, good practice guidelines, technologies to enable participation and behavioural research.
53 citations
Dissertation•
01 Jan 2013
TL;DR: In this paper, the authors identify the perceptions that school administrators, parents, teachers and students have concerning their Special Character with a view to establishing a clarity of understanding as to the selfperceptions, the modus operandi, the values espoused, the opportunities which these schools represent and the basis on which their understandings and values are founded.
Abstract: The Special Character of New Zealand protestant integrated evangelical schools is that spiritual ethos, the ‘god-factor’ that distinguishes these schools from secular schools. The thesis set out to identify the perceptions that school administrators, parents, teachers and students have concerning their Special Character with a view to establishing a clarity of understanding as to the selfperceptions, the modus operandi, the values espoused, the opportunities which these schools represent and the basis on which their understandings and values are founded. Sixty two semistructured interviews undertaken in six of these schools were recorded and transcribed. Analysis by themes enabled a consideration of the participants’ own defining of Special Character, the values the schools espoused, the means by which their Special Character could be preserved, and the tensions and anomalies encountered as evidenced in the data. It was found that while there is considerable complexity in the vast variety of perspectives of the participants, there is, nonetheless much evidence of a homogenous group of schools that work closely together, with common understanding of what unites them – namely, an acceptance of the inerrancy and authority of the Christian scriptures for all of life, living and learning. It might be concluded from the findings that because of the complexity of the views expressed there is no clear definition of Special Character in these schools. But in the spectrum of participant articulation of perceptions, Special Character is both the content and the context of education. As to the content, all of the curriculum was seen to be subject to and consistent with an evangelical understanding of the Christian scriptures. Similarly to the context, the ethos was generated by an evangelical Christian staff who modelled and taught a Christian lifestyle in a relationship with the Christ of the Bible, and who encouraged the students to adopt that same lifestyle and relationship, adopting the biblical values that derive from a biblical worldview. Relationships were seen to be of paramount importance for upholding and defining Special Character. Participant voice indicated that they preferred to think of themselves as teaching in Christ-centred schools and their work as God-directed. They claimed their work was preserved by constant vigilance and constant vision-casting concerning their Special Character.
36 citations
01 Jan 2017
TL;DR: In this paper, the authors investigated what school leaders perceived to be the essential features of CEN schools, how they embed these into school culture and the leadership by which they do this.
Abstract: Christian Education National (CEN) is an association of Christian schools started in Australia, in the 1960s by Christian parents, predominantly with a Dutch Reformed heritage Its vision for education includes the lordship of Christ over all of life, the fact that the gospel is to inform practice, and that parents are responsible for the education of their children CEN dedicate significant resources to supporting member schools to understand the beliefs that underpin their vision for education and to develop practice based on these beliefs School leaders in Christian schools have responsibilities that include an understanding of the faith perspective of their school communities and the development of school practice consistent with that faith perspective Yet, little research has been conducted with respect to the perceptions and practices of school leaders within CEN schools This study was an investigation into what school leaders perceived to be the essential features of CEN schools, how they embed these into school culture and the leadership by which they do this The study was situated within a constructivist paradigm and informed by an interpretivist theoretical perspective of symbolic interactionism The methodology adopted was case study The case study was set within the state of Victoria and comprising ten CEN schools, with sixteen campuses, educating approximately 6500 students Data was collected through individual semi-structured interviews of an expert reference group, comprising of national office staff with responsibilities for professional development, and a principals’ group An online survey with open-ended questions and closed statements with a Likert scale was utilised to gather data from a larger group of senior leadership personnel from participating schools This research found that school leaders had an awareness of the essential features of CEN as articulated in the vision statement Despite this, it was evident that school-based leaders lacked a depth of understanding of the beliefs that inform the CEN approach to schooling This research also found that school leaders perceived that the essential features were to be included holistically into culture However, services and resources available to support schools in the development of culture consistent with the vision were under-utilised While servant leadership, shared leadership, and vision-based leadership were all described in relation to CEN schools, the leadership within these schools is better understood as informed by the Christian faith rather than widely supported leadership theories mentioned in this study To encourage education consistent with the CEN vision for schooling, it is recommended that CEN develop a clear and comprehensive description of their distinct approach to education and work to ensure that school boards and educational leaders are educated about this Further, it is recommended that more be done to ensure that school leaders within this school movement undertake professional development that adequately equips them to develop practice consistent with the beliefs and values of their school communities
21 citations